Development in reading and math in children from different SES backgrounds: the moderating role of child temperament |
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| Authors: | Zhe Wang Brooke Soden Kirby Deater‐Deckard Sarah L. Lukowski Victoria J. Schenker Erik G. Willcutt Lee A. Thompson Stephen A. Petrill |
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| Affiliation: | 1. Center for Gerontology, Virginia Polytechnic Institute and State University, USA;2. Bill Wilkerson Center and Department of Otolaryngology, Vanderbilt University, USA;3. Department of Psychology, Virginia Polytechnic Institute and State University, USA;4. Department of Psychology, The Ohio State University, USA;5. Department of Psychology and Neuroscience, University of Colorado at Boulder, USA;6. Department of Psychological Sciences, Case Western Reserve University, USA |
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| Abstract: | Socioeconomic risks (SES risks) are robust risk factors influencing children's academic development. However, it is unclear whether the effects of SES on academic development operate universally in all children equally or whether they vary differentially in children with particular characteristics. The current study aimed to explore children's temperament as protective or risk factors that potentially moderate the associations between SES risks and academic development. Specifically, latent growth modeling (LGM) was used in two longitudinal datasets with a total of 2236 children to examine how family SES risks and children's temperament interactively predicted the development of reading and math from middle childhood to early adolescence. Results showed that low negative affect, high effortful control, and low surgency mitigated the negative associations between SES risks and both reading and math development in this developmental period. These findings underline the heterogeneous nature of the negative associations between SES risks and academic development and highlight the importance of the interplay between biological and social factors on individual differences in development. |
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